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PHYSICAL SCIENCES (Updated March 2014)
A.
MEANS OF ASSESSMENT
Paper 1
3 hours
Paper 2
3 hours
School Based Assessment (SBA)
200 marks (scaled to 150 marks)
200 marks (scaled to 150 marks)
100 marks
400 marks
B.
REQUIREMENTS
1.
Examination
•
•
•
Assessment tasks and questions will be based on the Subject Assessment
Syllabus as outlined in Section E of this document.
There will be two examination papers that will be written on different days
A variety of questioning styles will be employed in the final examination
with a maximum of 10% of the marks being in the multiple choice format.
WEIGHTING OF KNOWLEDGE AREAS
Table 1 – Physical Sciences Paper I (Physics)
Content Areas
Kinematics (Motion in 1D)
Newton's Laws and Applications
of Newton's Laws
Momentum, Impulse, Work,
Energy and Power
Gravitational and Electric Fields
Electric Circuits
Electrodynamics
Photons and Electrons
Approximate Marks
(± 10 marks)
50
30
Approximate %
(± 5%)
25
15
30
15
20
30
24
16
10
15
12
8
Table 2 – Physical Sciences Paper II (Chemistry)
Content Areas
Quantitative Chemistry
Chemical Bonding
Energy Change & Rates of
Reactions
Chemical Equilibrium
Acids and Bases
Electrochemistry
Organic
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Approximate Marks
(± 10 marks)
20
20
20
Approximate %
(± 5%)
10
10
10
30
30
40
40
15
15
20
20
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Table 3.1 – Weighting of Examination according to Taxonomy of Cognitive
Levels
Level
1
2
3
4
Description
Knowledge and Recall
Comprehensions and Routine
Exercises
Application and Analysis
Synthesis and Evaluation
Paper I
Physics (%)
15
35
Paper II
Chemistry (%)
15
40
40
10
35
10
Information Pamphlet (Data Sheet)
Included with each of the Question Papers is a booklet containing the following
information: Formulae and Equations, Physical Constants, Standard Electrode
Potentials and Half-Reactions & the Periodic Table of Elements including
electronegativity values.
N.B. Formulae and equations could be included for two reasons:
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(a)
To be used in the numerical calculation of physical quantities.
(b)
To illustrate, in symbolic form, a scientific law or principle that should be
known and applied verbally in the answer to a question.
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COGNITIVE
LEVEL
EVALUATION
SYNTHESIS
ANALYSIS
3
4
4
LEVEL
Table 3.2
PHYSICAL SCIENCES ASSESSMENT TAXONOMY
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EXPLANATION
EXAMPLES IN PHYSICAL SCIENCES
The ability to judge the
value of material
(statement, research
report) for a given
purpose. The judgments
are to be based on definite
criteria, which may be
internal (organisation) or
external (relevance to the
purpose).
• Has the experiment been successful in enabling
you to decide on the truth of your hypothesis?
• From these results, judge the adequacy with
which conclusions are supported by data.
• Make judgements on the suitability of
experimental procedure to test a certain
hypothesis.
• Consider the arguments for and against using
solar, nuclear and fossil fuels for our energy
requirements and make judgements.
• Makes choices based on reasoned arguments.
• When blowing up a balloon John reports that
both the volume and pressure increase. He
states that pressure is proportional to volume.
Discuss the validity of his conclusion.
• Recognises subjectivity.
• Propose a plan for an experiment.
• Design a 6V battery with a capacity of 40 Ah
and with low internal resistance.
• What conclusion can be drawn from these
results?
• What general advice would you give motorists
about 'following distance' when travelling at
different speeds?
• Rearrange the equation hf = Wf + ½ mv2 to
obtain an expression which has h, Wf, or v as
its subject.
The ability to put parts
together to form a new
whole. This may involve
the production of a unique
communication, a plan of
operations (research
proposal), or a set of
abstract relations (scheme
for classifying
information). Learning
outcomes in this area
stress creative behaviours,
with major emphasis on
the formulation of new
patterns or structure.
The ability to break down
material into its
component parts.
Identifying parts, analysis
of relationships between
parts, recognition of the
organisational principles
involved.
• Describe ways in which you could improve the
reliability of your results.
• Circle any anomalous points on the graph and
suggest an explanation for any anomaly.
• Examine the graph to determine the
relationship between the two variables.
• Given the colours of the halogens, observe that
the colour gets darker the further down in
Group 17 of the Periodic Table that the halogen
is situated.
• The actual value for the Molar Latent Heat of
Vapourisation of water is 40,7 kJmol-1. What
do you think are the most important reasons for
your result not being accurate? Explain.
ACTION
VERBS
Justify, appraise,
evaluate, judge x
according to given
criteria. Which
option would be
better/preferable to
party y? Decide,
recommend,
convince, select,
discriminate,
support, conclude,
critique.
Design, construct,
develop,
formulate,
imagine, create,
change, combine,
integrate, modify,
rearrange,
substitute, plan,
invent, compose,
formulate, prepare,
generalise, rewrite,
compile,
reconstruct,
generate.
Differentiate,
compare/contrast,
distinguish x from
y, how does x
affect or relate to
y? why? how?
What piece of x is
missing/needed?
Analyse, separate,
order, connect,
classify, arrange,
divide, select,
infer, break down,
diagram, illustrate,
identify, outline,
relate
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APPLICATION
COMPREHENSION
2
3
The ability to use learned
material in new and
concrete situations.
Applying rules, methods,
concepts, principles, laws,
and theories.
The ability to grasp the
meaning of material.
Translating material from
one form to another
(words to numbers),
interpreting material
(explaining or
summarising), estimating
trends (predicting
consequences or effects).
RECALL
1
The learner recalls and
remembers facts, low
cognitive demand.
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• Apply Le Chatelier's principle to predict the
colour change if sodium chloride is added to a
particular equilibrium mixture.
• Show by calculation that the collision is
inelastic. (i.e. two step calculations)
• Draw a labelled free body force diagram of the
car during the braking process. Ignore wind
resistance.
• From the velocity-time graph, plot a
corresponding displacement-time graph.
• Write down the structural formula of the acid
that could be used to combine with an alcohol
in the synthesis of CH3CH2CH2CO2CH2CH3.
• Ethanol and propane have nearly the same
number of electrons. Explain why ethanol has a
higher boiling point than propane.
• Use the Standard Redox Table to determine the
reaction between SO2 and KMnO4
• Use the graph and read off the pressure at a
time of 10 seconds.
• Explain why an increase in pressure increases
rate of a gaseous chemical reaction.
• Calculate the current if the voltage is 2 V and
the resistance is 4 Ω. (i.e. 1 step calculation)
• Write a balanced equation for the complete
combustion of octane, C8H18.
• Identify a dependent variable that you could
measure to follow the rate of a given reaction.
• What is the relationship between intermolecular force strength and boiling point?
• What does a positive E0 value indicate about
the reaction?
• Describe the observation that can be made
when bromine reacts with ethane.
• Name the instrument used to measure current.
• State the law of conservation of mechanical
energy.
• Define momentum.
• Label the parts indicated on this diagram of an
electric motor.
• Define Standard Electrode Potential.
• Write down the formula of the three main
compounds found in NPK fertiliser.
• Identify and name the functional group in
ethanol.
How would you
show, make use of,
modify,
demonstrate,
solve, or apply x to
conditions y?
apply, calculate,
illustrate, change.
Explain, predict,
interpret, infer,
summarise,
convert, translate,
give example,
account for,
paraphrase x,
describe, associate,
distinguish,
estimate, extend,
comprehend,
generalise, give
example, rewrite.
List, define, tell,
state, identify,
show, know, label,
collect, select,
reproduce, match,
recognise,
examine, tabulate,
quote, name
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RECORDING AND REPORTING
Table 4
Assessment tasks are reported against a seven point rating scale:
RATING CODE
RATING
MARKS %
7
6
5
4
3
2
1
2.
Outstanding achievement
Meritorious achievement
Substantial achievement
Adequate achievement
Moderate achievement
Elementary achievement
Not achieved
80 – 100
70 – 79
60 – 69
50 – 59
40 – 49
30 – 39
0 – 29
School Based Assessment (SBA)
School based assessment comprises 25% of the total assessment for the National
Senior Certificate. The minimum requirements for the school-based component of
the National Senior Certificate assessment are outlined in Table 5. Where schools
are able to do more than the minimum requirements then the learners may select
their best work for the learner file. However, where there is a choice, the tasks
should be of a comparable standard.
All schools must make available the SBA evidence of all learners should it be
required by IEB or Umalusi.
These Subject Assessment Guidelines must be read in conjunction with the IEB
Manual for the Moderation of School Based Assessment (2011) available at
www.ieb.co.za.
Table 5: SBA REQUIREMENTS FOR GRADE 12
Task
2 Practical Investigations
(1 Physics Focus; 1 Chemistry Focus)
Alternate Assessment or Experiment
Controlled Test (Physics Focus)
Controlled Test (Chemistry Focus)
N.B. Mid-year examinations may be used
Preliminary Examinations
TOTAL
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Percentages
2 × 20% = 40%
10%
2 × 10% = 20%
2 × 15% = 30%
100%
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Controlled Tests and Examinations
Controlled tests (minimum 40 minutes) and examinations are written under
controlled conditions within a specified period of time. Questions in tests and
examinations should assess performance at different cognitive levels across all the
Topics.
Practical Investigations and the Alternate Assessment
Learners need to spend a minimum of 2 hours on each of the practical investigations
and a minimum of 1 hour on the Alternate Assessment. There needs to be contact
time between the learners and the teacher to facilitate guidance, support and
monitoring of the achievement of specific targets. This contact time should be
scheduled at mutually agreed intervals. These interactions create opportunities for
teachers to:
•
check for plagiarism (for example by using oral questioning)
•
carry out formative assessment
•
monitor progress
The teacher should guard against marking the task at these times, but should
question the learner about the project and respond to queries initiated by the learner.
Marking occurs once, only when the task is finally submitted.
Practical investigations
The new FET focuses on teaching and assessing in an investigative approach. The
motivation for teaching and assessing this type of approach is that it has the
potential to reflect what life is about. The investigative approach not only teaches
skills essential to science but skills essential for living in a modern world. But what
is an investigative approach? What are the components that make up an
investigation in the 'real' world? What skills, understanding and mental processing
are required to carry out a successful investigation?
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A very simplified perspective of the investigative approach is represented in the
flow chart which follows:
Observations & facts giving rise to
investigative questions or identifying
problems
Developing a
hypothesis
Designing an experiment/(s) to test the
hypothesis
Manipulating equipment, measurement &
observation
Handling of data
Evaluating results considering
reliability and validity within
the design to draw conclusions
If results are not according to those
predicted by the hypothesis
Theory
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One way to create an opportunity to proceed through an investigation is to identify a
science problem to be solved. In trying to solve a science problem one will certainly
need to proceed through an investigative approach. In addition, one will find that it
is impossible to be restricted by purely an experimental approach. Problem solving
in science requires mastering basic investigative skills, applying scientific concepts
appropriately.
Investigations do not, however, need to be restricted to a complex problem that
needs to be solved. It is possible to combine a number of traditional one lesson
experiments to produce the same learning objectives as a large single focused task.
Where smaller tasks are compiled together it is advisable to have a central theme to
facilitate continuity, and it is also important that the combined skills assessed across
all these tasks together represent the objectives achieved by a more open-ended
larger task. In other words the smaller tasks must not all assess the same things.
The investigations are expected to take a minimum of 2 hours.
The following is suggested as a guide to what should be assessed in a balanced way
(according to cognitive levels) across an investigation.
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1.
Developing a hypothesis. This could include:
•
formulating a question which can be investigated.
•
combining scientific ideas with observations or recorded facts.
•
making predictions based on available knowledge and observations.
•
writing a statement of the hypothesis.
2.
Manipulation of equipment, measurement and observations. This could
include:
•
correct choice of equipment.
•
ability to read scales accurately.
•
safe use of equipment.
•
meaningful observations.
3.
Planning and designing. This could include:
•
identifying variables to be measured and controlled.
•
organising activities in an appropriate sequence.
•
recognising whether or not an experiment is valid. (Will the results
answer the investigative question?)
•
recognising the importance of the reliability of results and planning
accordingly. (Are the sample size and number of readings sufficient?)
4.
Presentation of data. This could include:
•
tabulating.
•
graphing.
•
use of data loggers and other software.
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5.
Analysing, concluding and evaluating. This could include:
•
weighing advantages and disadvantages.
•
drawing appropriate conclusions that address the hypothesis or
questions.
•
Making/evaluating general conclusions that go beyond the
experimental or given conditions.
•
analysing problems to determine the relevant relationships, concepts,
and problem-solving steps.
6.
Communicating and presenting information. This could include:
•
a model.
•
a role play, song, dance, speech or presentation.
•
a poster.
•
a written report.
Alternate Assessment
Suggestions for Alternate Assessment tasks:
1.
Debate, discussion, short essay, e.g. on ethical issues in science
The website www.peep.ac.uk has many ideas to engage learners in
discussions and critical thinking about the impact of science on everyday
life,
e.g. Alternative fuels
Provide the learner with 2 or 3 short concise articles on alternative fuels, a
graph of the projected national estimates of fuel consumption for the next 10
years.
Pose the problem, e.g.
Choosing one of the alternative fuels as the main fuel to be used in South
Africa in 10 years' time, draw up a consequence chart to show how this will
affect businesses, the general public, transport operators and the government.
2.
Translation task
Given an article from a scientific magazine, journal, newspaper or video clip,
analyse, discuss and/or answer questions and solve problems related to it.
3.
Experiment
An experiment is a less demanding practical activity than a practical
investigation in the following ways:
•
The investigative question is posed for the learners.
•
The procedure (method) may be stated as a series of instructions to
the learners.
•
The activity is set to take a minimum of 1 hour (and a maximum of 2
hours).
The recording of results, analysis and manipulation of data to draw
conclusions remain as specified for a practical investigation.
The cognitive demands of this task should include all levels of performance
(Level 1 – 4).
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4.
Research project
A research project is a report that weighs up evidence about a scientific
question where a decision needs to be made. Generally, the topic should
focus on an area where the science is not certain or where conflicting
evidence is available.
The following are examples of typical topics involving questions about
decision making using scientific information:
•
Should government introduce laws which make it an offence to drive a
vehicle which emits visible exhaust fumes?
•
Do mobile phones cause brain damage? If so, what should be done
about it?
•
Are pharmaceutical companies reluctant to research dichloro-acetate
as an alternative cure for cancer patients and what should be done?
•
Why has it taken so long for hybridised cars to reach the market? Is it
deliberate and if so, could companies face legal action?
•
How has the introduction of artificial fertilisers improved the quality
of human life in South Africa?
•
Is it time for renewable energy to stop being the alternative and start
becoming the mainstream, eventually transforming our lives? What is
the next big energy source?
•
What is best way to disinfect a swimming pool?
•
Will bio-fuel help save our world from global warming? Should it be
encouraged? If so how?
A research project is similar to an experimental investigation. The essential
difference is the source of the data or information. Both the experimental
investigation and the research project will usually include some (or all) of
the following steps:
•
identify a problem to be solved
•
formulate a 'research' question (or collection of questions) to be
investigated
•
formulate a hypothesis to be tested (that is generated from the
investigative question)
•
collect data/information (books, magazines, journals, Internet,
experts, …) and record these references as a bibliography in the
report
•
select and arrange relevant data
•
evaluate the data/information
•
draw conclusions
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During research tasks, learners should be encouraged to obtain information
from other resources. In order to avoid plagiarism, they must be taught
explicitly how to reference correctly. Information obtained from other
sources must be synthesised and re-written in the learner's own words
(unless it is given in quotation marks). The reference used must be cited in
the text and a reference list must be included. Teachers are encouraged to
allocate marks for correct citation and for producing a suitable reference list.
Since teachers have to sign a declaration (Appendix B) which states that they
have monitored work for plagiarism, it is incumbent upon them to make sure
that learners are properly instructed in referencing and that they do check for
plagiarism.
This task should be marked on how the learners represent the information
they have obtained and on what they do with this information. It is NOT
only about putting other people's information in their own words. It is, more
importantly, about the ideas and beliefs which the learner holds as a result of
the research and information he or she has obtained.
Table 6: An example of the Formal Programme of Assessment
EXTERNAL
ASSESSMENT
(75%)
SCHOOL BASED ASSESSMENT
(25%)
Practical
investigation
Physics
Focus
Practical investigation
Chemistry Focus
Midyear Examinations or two Controlled
Tests
Alternate Assessment
/Experiment
Final
Examinations
Preliminary Examinations
Additional explanatory comments
•
Table 6 describes the Formal Programme of Assessment and includes only
summative assessment. However, formative assessment is integral to
teaching and learning. It should take place on a daily basis. Daily assessment
can be informal or formal and formative or summative (recorded). In this
process teachers will set many more tasks than are required for the SBA as
described in Table 6 above. This is to the advantage of their learners.
However, teachers may only submit the tasks requested in Table 5 and only
these tasks can be taken into account when teachers calculate the SBA mark.
•
Teachers are encouraged to set metacognitive tasks in the SBA component,
e.g. ask candidates to set a test, prepare marking guidelines and analyse
answers for misconceptions.
•
Learner Files should be transferred with a learner from one school to
another.
•
The final SBA mark should be reported as a percentage.
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Moderation of the assessment tasks in the Programme of Assessment
Table 7
Level
School
Moderation Requirements
The Formal Programme of Assessment should be monitored at the beginning of
the year to ensure compliance with requirements.
Each task which is to be used as part of the Formal Programme of Assessment
should be moderated before learners attempt the task.
Teacher and learner files should be monitored for compliance before
submission for cluster moderation.
Learners and teachers must sign a letter of authenticity to be included in the
learner file.
The principal signs a letter, to be included in the teacher file, stating that
appropriate moderation has taken place at school level.
Cluster Teachers are required to attend two cluster meetings per year, the first before
15 March and the second by 15 September.
The Formal Programme of Assessment should be monitored at the first meeting
to ensure compliance with requirements and proposed tasks discussed to ensure
they are of an appropriate standard.
No formal moderation of files will take place at the second meeting. However,
it is suggested that the teachers discuss the tasks that they have set, the standard
of those tasks and how they will be marked.
The second meeting is also an opportunity to share resources so that schools in
a cluster can maintain a common standard.
Following the second cluster meeting, some schools/subjects may be regionally
IEB
moderated by a moderator appointed by the IEB. A school which has been
regionally moderated may not need to send portfolios for National moderation,
unless either a particular problem is identified or the files are identified as
exemplary.
During the December National Senior Certificate marking session a moderating
committee, appointed by the IEB, under the leadership of a National
Moderator, carries out the following checks:
• monitors the teacher file and the sample of learner files, prescribed by the
IEB, for compliance, from each examination centre.
• monitors the standard of the SBA tasks.
• moderates a sample of learner tasks (the standard of the marking is
checked) to ensure comparable standards across centres across the IEB.
• completes a report on the SBA work of each centre. A copy of this report is
returned to the centre.
• recommends mark changes to the IEB if the marks allocated for school
based assessment at a particular centre do not reflect an appropriate
standard of performance.
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Learner's File
•
Each learner must be able to produce all the work as listed in Table 5. This
work is evidence of the learner's performance and justification for the marks
the learner has been allocated for SBA. This work must be collected together
in some convenient format that is neither expensive nor bulky. A flat folder
or file or even a set of 'treasury tags' to bind the sheets together, will suffice.
This folder of work constitutes the learner's file and must be available for
moderation if called for by the IEB.
•
For performances or the production of models, or any other situation where it
is not possible to keep the products of the task, the task assessment sheet
should be retained in the file. The assessment sheet in such cases should list
the criteria against which the learner was assessed and give details of the
performance (marks).
•
All the tasks in the file must be in the same sequence as the task sheets in the
teacher's file for ease of moderation.
•
The first page (Appendix B) in each file must give the centre number, the
learner's examination number and include an index of tasks and the mark
allocation for the tasks.
•
The declaration of authenticity (see Appendix B) must be completed and
included as the second page of the file.
Teacher's File
•
Each school must submit one subject file with the compulsory SBA.
•
The teacher's file must include all summative assessment task sheets or
question papers with marking schemes, rubrics and marking guidelines (tests
and examinations), as applicable.
•
The teacher's file must also include a mark sheet to provide evidence of all
the individual marks that contribute to each component for each candidate
described in Table 5. The final SBA mark should also be given as a
percentage. The documentation must make it clear how the final percentage
was determined.
Learner Absence
•
Learners should be given an opportunity to make up missed tasks. If
necessary an equivalent task can be done.
•
An authentic reason in writing, i.e. a doctor's letter, should be produced if a
learner misses an SBA task.
C.
INTERPRETATION OF REQUIREMENTS
The purpose of the Assessment Syllabus is to assist IEB teachers in reaching a common
understanding of the scope of the Curriculum and Assessment Standards (CAPS). The
Assessment Syllabus is to make explicit the scaffolding of concepts and the enabling of
learning over the grade 11 and grade 12 years. It is all the grade 11 and grade 12 content
that is being examined at the end of the grade 12 year. The Assessment Syllabus clearly
enables assessment and supports teachers, assessors and moderators in the Physical
Sciences.
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EXAMINATION DATA SHEET FOR THE PHYSICAL SCIENCES
(PHYSICS)
TABLE 1
PHYSICAL CONSTANTS
NAME
SYMBOL
VALUE
Acceleration due to gravity
g
9,8 m.s-2
Speed of light in a vacuum
c
3,0 × 108 m.s-1
Universal gravitational constant
G
6,7 × 10-11 N.m2.kg-2
Coulomb's constant
k
9,0 × 109 N.m2.C-2
Magnitude of charge on electron
e
1,6 × 10-19 C
Mass of an electron
me
9,1 × 10-31 kg
Planck's constant
h
6,6 × 10-34 J.s
eV
1,6 × 10-19 J
1 electron volt
TABLE 2
PHYSICS FORMULAE
MOTION
 v f + vi 
∆t

2


or ∆x = 
or v f = vi + a∆t
or ∆x = vi ∆t + 12 a(∆t ) 2
v 2 = u 2 + 2as or v f 2 = vi 2 + 2a∆x
FORCE AND MOMENTUM
Fnet =
Fnet = ma
p = mv
W = Fs or W = F∆x
or W =∆
F x cos θ
E p = mgh
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∆p
∆t
Δp = mv – mu
or
∆=
p mv f − mvi
or
Fnet ∆t = m∆v
w
= F=
mg
g
WORK, ENERGY AND POWER
P=
W
t
Ek = 12 mv 2
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GRAVITATIONAL AND ELECTRIC FIELDS
ELECTRIC CIRCUITS
R=
V
I
1
1 1
= + + ......
R p R1 R2
RS =R1 + R2 + ......
or
or
or
or
or
ELECTRODYNAMICS
emf = −
N∆Φ
∆t
PHOTONS AND ELECTRONS
or
E = W0 + E K (max)
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E K (max) = 12 mv max
2
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EXAMINATION DATA SHEET FOR THE PHYSICAL SCIENCES
(CHEMISTRY)
TABLE 1
PHYSICAL CONSTANTS
NAME
SYMBOL
VALUE
e
1,6 × 10-19 C
Mass of an electron
me
9,1 × 10-31 kg
Standard pressure
pθ
1,01 × 105 Pa
Molar gas volume at STP
Vm
22,4 dm3.mol-1
Standard temperature
Tθ
273 K
Avogadro's constant
NA
Magnitude of charge on electron
Faraday’s constant
TABLE 2
F
6,02 ×
mol-1
96 500 C.mol-1
CHEMISTRY FORMULAE
n=
m
M
c=
n
V
n=
OR c =
m
MV
N
NA
n=
V
Vm
= 1 × 10-14 at 298 K
Q = It
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NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/17
TABLE 3
PERIODIC TABLE
1
2
4
5
6
Atomic number (Z)
1 2.1
1
3
7
1
3
9
10
11
12
13
14
15
16
2.1 Electronegativity
2
He
4
5 2.0
6 2.5
7 3.0
8 3.5
9 4.0
Relative atomic mass
B
C
N
O
F
Ne
9
10.8
12
14
16
19
20
12 1.2
13 1.5
14 1.8
15 2.1
16 2.5
Na Mg
A
Si
P
S
28
31
32
4 1.5
Li
Be
7
11 0.9
24.3
27
19 0.8
5
20 1.0
K
21 1.3
Ca Sc
22 1.5
23 1.6
Ti
V
24 1.6
25 1.5
26 1.8
27 1.8
Cr Mn Fe Co
28 1.8
29 1.9
30 1.6
31 1.6
32 1.8
33 2.0
Ni Cu Zn Ga Ge As
34 2.4
Se
40
45
48
51
52
55
56
59
59
63.5
65.4
70
72.6
75
79
37 0.8
38 1.0
39 1.2
40 1.4
41 1.6
42 1.8
43 1.9
44 2.2
45 2.2
46 2.2
47 1.9
48 1.7
49 1.7
50 1.8
51 1.9
52 2.1
Rb Sr
Y
85.5
89
88
56
Zr Nb Mo Tc Ru Rh Pd Ag Cd In
91
72
93
73
96
74
99
75
101
76
103
77
106
78
Cs Ba
Hf Ta
W
Re Os
Ir
Pt
133
178.5
184
186
192
195
137.3
181
190
108
79
112
115
80
81
200.6
17 3.0 18
C Ar
40
35 2.8 36
Br Kr
80
119
82
207
121
83
128
84
I
Xe
127
131
85
Bi
Po
209
-
84
53 2.5 54
Sn Sb Te
Au Hg T Pb
197
10
35.5
39
55
6
18
1
3 1.0
23
4
17
H
H
1
2
8
86
At Rn
-
-
204.4
87
7
88
Fr Ra
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
89
90
91
Ac Th Pa
IEB Copyright © 2014
92
U
93
94
95
96
97
98
Np Pu Am Cm Bk Cf
99
100
101
102
103
Es Fm Md No Lw
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/18
STANDARD ELECTRODE POTENTIALS
Half –reaction
Li+
K+
+
+
⇌
e-
e-
⇌
Cs+ + e-
⇌
Ca2+
2e-
⇌
+
3e-
⇌
+
2e-
⇌
+
2e-
⇌
Ba2+
+
Sr2+
+
2e-
⇌
2e-
+
⇌
⇌
Na+ + e-
Mg2+ + 2e-
⇌
2e-
⇌
A3+
⇌
Mn2+ + 2e2H2O +
Zn2+
Cr3+ + 3e-
⇌
Co2+
2e-
⇌
2e-
⇌
Fe2+ + 2e-
⇌
Ni2+
+
2e-
⇌
+
3e-
⇌
Increasing oxidising ability
Cd2+
+
Sn2+ + 2e-
⇌
2H+
⇌
Pb2+
Fe3+
+
+
2e-
⇌
S + 2H+ + 2eSn4+ + 2eSO42Cu2+
+
+
4H+
⇌
+
2e-
2H2O + O2 +
2e-
⇌
⇌
4e-
⇌
⇌
SO2 + 4H+ + 4eI2 +
2e-
O2(g) +
Fe3+
+
2H+
e-
Hg2+ + 2e-
+
⇌
2e-
+
NO3-
e-
+
4H+
+
Br2 + 2e-
Pt2+ + 2eMnO2 +
O2 +
4H+
4H+
Cr2O72-
+
+
4e-
C2(g)+ 2eAu3+
+
3e-
⇌
⇌
⇌
2e-
14H+
+
6e-
MnO4- + 8H+ + 5eH2O2 + 2H+ + 2eF2(g) +
IEB Copyright © 2014
2e-
⇌
⇌
3e-
+
⇌
⇌
NO3- + 2H+ + eAg+
⇌
⇌
⇌
⇌
⇌
⇌
⇌
⇌
⇌
E°/volt
Li
-3.05
Ba
-2.90
K
-2.93
Cs
-2.92
Sr
-2.89
Ca
-2.87
Na
-2.71
Mg
-2.37
A
Mn
H2(g) +
Zn
Cr
2OH-
Fe
-1.66
-1.18
-0.83
-0.76
-0.74
-0.44
Cd
-0.40
Co
-0.28
Ni
-0.25
Sn
-0.14
Pb
-0.13
Fe
H2(g)
-0.04
0.00
H2S(g)
+0.14
Cu
+0.34
Sn2+
SO2(g) + 2H2O
4OH-
S + 2H2O
2I-
H2O2
Fe2+
Hg
NO2(g) + H2O
Ag
NO(g) + 2H2O
2BrPt
Mn2+
2H2O
2Cr3+
2CAu
+ 2H2O
+ 7H2O
Mn2+ + 4H2O
2H2O
2F-
+0.15
Increasing reducing ability
TABLE 4
+0.17
+0.40
+0.45
+0.54
+0.68
+0.77
+0.79
+0.80
+0.80
+0.96
+1.09
+1.20
+1.21
+1.23
+1.33
+1.36
+1.42
+1.51
+1.77
+2.87
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/19
D.
ADMINISTRATIVE AND SUPPORT DOCUMENTATION
1.
Appendix A: Task planning sheet
2.
Appendix B: SBA Cover Sheet and Declaration of Authenticity
3.
Appendix C: Sample moderation checklist
4.
Appendix D: A suggestion for the letter from the principal
5.
Appendix E:
Summary mark sheet
6.
Appendix F:
Teacher Support Checklist (Not for moderation purposes)
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IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/20
1.
APPENDIX A
NATIONAL SENIOR CERTIFICATE EXAMINATION
PHYSICAL SCIENCES
APPENDIX A
Title of Task
SAMPLE PHYSICAL SCIENCES TASK PLANNING SHEET
Date
Content Knowledge
TASK TYPE:
Alternate
Assessment
/Experiment
Question
Place a cross in the appropriate box
Physics
Chemistry
Controlled
Practical
Practical
Test
Investigation
Investigation
Topic(s) – please list
Examination
Cognitive level
1
2
3
Total Actual Mark
Total maximum marks for the task
Target % (see SAGs)
Target Mark
(Mark)-(Target)
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NATIONAL SENIOR CERTIFICATE HANDBOOK
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4
29/21
2.
APPENDIX B: DECLARATION OF AUTHENTICITY
NATIONAL SENIOR CERTIFICATE EXAMINATION
PHYSICAL SCIENCES LEARNER FILE COVER SHEET
DECLARATION OF AUTHENTICITY
CENTRE NO.
CANDIDATE'S NO.
NAME OF CANDIDATE: __________________________________
NAME OF TEACHER: ____________________________________
Component
Task
Date
Out of
Mark
%
Investigations
1. Physics Practical
2. Chemistry Practical
3. Alternate Assessment/
Experiment
20%
20%
Test
Test
1. Physics:
2. Chemistry:
10%
10%
Examination
Examination
Paper I: Physics
Paper II: Chemistry
15%
15%
Weight
Calc.
Value
10%
FINAL MARK
100%
DECLARATION BY THE CANDIDATE:
I, __________________________________________________________ (print full names)
declare that all external sources used in my Learner File have been properly referenced and that the
remaining work contained in this portfolio is my own original work. I understand that if this is found to be
untrue, I am liable for disqualification from the National Senior Certificate.
Signed: ____________________________ Date: ____________________________
Candidate
DECLARATION BY THE CANDIDATE'S TEACHER:
I ______________________________________________ (print name and title of teacher) at
_______________________________________________ (print name of school) declare that the work
provided by this candidate has been monitored and checked for plagiarism.
Signed: ____________________________ Date: ____________________________
Teacher
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NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/22
3.
APPENDIX C: SAMPLE MODERATION CHECKLIST FOR REGIONAL OR NATIONAL
MODERATION
NATIONAL SENIOR CERTIFICATE EXAMINATION
PHYSICAL SCIENCES
SAMPLE MODERATION CHECKLIST FOR REGIONAL OR
NATIONAL MODERATION
To be completed and returned to the school
Examination Centre Number: _________________
Date: ____________
Please present teacher portfolios in ring files or lever arch files. Please use dividers to separate sections and do not
use plastic folders.
Records
Appendix D – letter from principal
Every learner's Appendix B including learner declarations (1st page of learner file)
Internal mark sheet including:
Raw score for each task
Percentage for each task
Weighted total for each task
Total of 7 weighted tasks
Accurate aggregation of marks
Internal mark sheets – alphabetical results and rank order (Appendix E)
IEB mark sheets – alphabetical results and rank order
Marks on all mark sheets correlate
Moderation policy
Task
Memo
or
rubric
Yes
No
Tasks set and moderated according to requirements
Physics investigation
Chemistry investigation
Alternative assessment
Physics controlled test
Chemistry controlled test
Physics preliminary examination (must include Appendix A)
Chemistry preliminary examination (must include Appendix A)
Only if learner file have been requested
Learner files should be in flat files with dividers and no plastic
folders and no question papers
List of learners requested by IEB
Learner files supplied according to list from IEB
Tasks marked in accordance with memorandum
Appendix B correctly completed and transferred
Yes
No
Evidence
of
moderation
Comment (if required)
Appropriate
standard
Analysis
grid
Comment (if required)
Additional comments (including descriptions of any tasks or questions of particular merit):
Moderator's Signature:
IEB Copyright © 2014
Date:
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
29/23
4.
APPENDIX D: A SUGGESTION FOR THE LETTER FROM THE PRINCIPAL
NATIONAL SENIOR CERTIFICATE EXAMINATION
PHYSICAL SCIENCES
A SUGGESTION FOR THE LETTER FROM THE PRINCIPAL
_________ SCHOOL _________
______ ADDRESS _______
_____________________
_____________________
The IEB
P O Box 875
Highlands North
2037
Dear IEB Moderator
RE:
SCHOOL BASED ASSESSMENT AND MODERATION OF PHYSICAL SCIENCES
SBA IN GRADE 12
We certify that
Circle your
response
teachers of the same subject have ensured that
they have met regularly to reflect on and discuss issues of standardisation
YES
NO
the assessment tasks they have set learners are of the required standard
YES
NO
the memoranda they have used for marking are accurate and functional
YES
NO
the tasks learners have completed meet the criteria described in the IEB
Subject Assessment Guidelines
YES
NO
marking is complete and of the appropriate standard
YES
NO
all administrative procedures have been correctly completed
YES
NO
YES
NO
st
all information on the 1 page of the portfolio (Appendix B) in each
learner's file is complete and correct
_______________________
TEACHER
_______________________
PRINCIPAL
DATE: ________________
DATE: ________________
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NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
5.
APPENDIX E: SAMPLE SUMMARY MARK SHEET
NATIONAL SENIOR CERTIFICATE EXAMINATION
PHYSICAL SCIENCES
Year
Exam Number
Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
IEB Copyright © 2014
Name
Physics
Investigation
100 20
Chemistry
Investigation
100 20
Alternative
Task
100 10
Physics
Test
100 10
Chemistry
Test
100 10
Physics
Prelim
100 15
Chemistry
Prelim
100 15
SBA
100
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
E.
SUBJECT ASSESSMENT SYLLABUS
This document aims to specify the IEB Grade 12 examination objectives for 2014 onwards
as precisely as possible.
It is recommended that both the grade 11 and grade 12 year are dedicated to preparing for
this assessment syllabus.
Questions which test skills may be based on content which is unfamiliar to the candidate. In
answering such questions, learners are required to use principles and concepts, which are
within the curriculum and apply them in a logical, reasoned or deductive manner to a novel
situation.
Implementation: Grade 11 in 2013, Grade 12 in 2014
A candidate should be able to:
IEB Copyright © 2014
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
I.
PHYSICS
A.
Kinematics (Motion in 1D)
1.
Vectors
•
•
•
•
•
2.
Displacement, Velocity and Acceleration
•
•
•
•
•
•
•
•
•
3.
Define position relative to a reference point and understand that
position can be positive or negative
Know that position is a vector quantity that points from the reference
point as the origin
Define distance as the length of path travelled and know that distance
is a scalar quantity
Define displacement as a change in position
Know that displacement is a vector quantity that points from the
initial to the final position
Define speed as the rate of change of distance and know that speed is
a scalar quantity
Define velocity as the rate of change of position or rate of
displacement and know that velocity is a vector quantity
Distinguish between average velocity and instantaneous velocity
Define acceleration as the rate of change of velocity
Vertical Projectile Motion in One Dimension (near the surface of the
Earth in the absence of air resistance)
•
•
IEB Copyright © 2014
Define a vector as a physical quantity that has both magnitude and
direction and give examples
Define a scalar quantity as a physical quantity that has magnitude
only and give examples
Define resultant vector as the single vector which has the same effect
as the original vectors acting together
Determine the resultant vector of any two vectors
Determine two perpendicular components of any vector (e.g. force at
an angle, weight on an inclined plane)
Explain that projectiles fall freely with gravitational acceleration 'g'.
Where g = 9,8 m.s-2 near the surface of the Earth
Know that projectiles take the same time to reach their greatest height
from the point of upward launch as the time they take to fall back to
the point of launch
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
4.
Graphs of Motion
For either horizontal motion or vertical motion with constant acceleration:
•
•
5.
Draw position vs time, velocity vs time and acceleration vs time
graphs for one dimensional motion
Interpret graphs of motion:
Determine the velocity of an object from the gradient of a
position (or displacement) vs time graph
Determine the acceleration of an object from the gradient of a
velocity vs time graph
Determine the displacement of an object by finding the area
under a velocity vs time graph
Equations of Motion
•
Use equations of motion to solve problems involving either
horizontal motion or vertical motion with constant acceleration:
v f = vi + a∆t
v= u + at
2
v=
u 2 + 2as
1
=
s ut + at 2
2
u+v
s=
t
 2 
vi2 = vi2 + 2a∆x
1
∆x = vi ∆t + a∆t 2
2
 vi + v f 
=
∆x 
 ∆t
 2 
Note: Both versions of the equations will be accepted. For the purpose of this
document, u, v, a, t and s will be used
B.
Newton's Laws and Application of Newton's Laws
1.
Different Kinds of Forces: weight, normal force, frictional force, applied
(push, pull) force, tension (strings or cables)
•
•
•
•
•
•
•
IEB Copyright © 2014
Define weight Fg as the gravitational force the Earth exerts on any
object on or near its surface
Calculate weight using the expression Fg = mg where g is the
acceleration due to gravity. Near the surface of the earth the value is
approximately 9,8 m.s-2
Define normal force, FN, as the perpendicular force exerted by a
surface on an object in contact with it
Define frictional force due to a surface, Ff, as the force that opposes
the motion of an object and acts parallel to the surface with which the
object is in contact
Explain what is meant by the maximum static friction
Calculate the value of the maximum static frictional forces for objects
at rest on horizontal and inclined planes using:
Ffmax = m FN
where m is the coefficient of static friction
Distinguish between static and kinetic friction forces
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
2.
Force Diagrams, Free Body Diagrams
•
•
•
•
3.
Newton's First, Second and Third laws
•
•
•
•
•
•
•
•
IEB Copyright © 2014
Draw a labelled force diagram by representing the object(s) of interest
with all the forces acting on it (them) drawn in as arrows. The forces
must be named (e.g. Weight, normal, force A on B, friction, air
resistance)
Draw a free-body diagram by drawing the object of interest as a dot
and all the forces acting on it drawn as arrows pointing away from
the dot. The forces must be named (e.g. weight, normal, force A on
B, friction, air resistance)
Resolve two-dimensional forces into parallel (x) and perpendicular
(y) components (e.g. the weight of an object with respect to an
inclined plane)
Calculate the resultant or net force in the x-direction as a vector
sum of all the components in the x-direction and the resultant or net
force in the y-direction as a vector sum of all the components in the
y-direction
State Newton's first law: An object continues in a state of rest or
uniform (moving with constant) velocity unless it is acted upon by a
net or resultant force
Define inertia as the property of an object that causes it to resist a
change in its state of rest or uniform motion
State Newton's second law: When a net force, Fnet , is applied to
an object of mass, m, it accelerates in the direction of the net force.
The acceleration, a, is directly proportional to the net force and
inversely proportional to the mass
Solve problems using
Fnet = ma
Apply Newton's laws to a variety of equilibrium and non-equilibrium
problems.
(e.g. Discuss, using Newton's first law, why it is important to wear
seatbelts)
(e.g. Use Newton's second law to solve problems including an object
moving on a horizontal/inclined plane (frictionless and rough),
vertical motion (e.g. Rockets, hoisting masses etc.) and also twobody systems such as two masses joined by a light (negligible mass)
string moving in a straight line either vertically or horizontally)
State Newton's third law: When object A exerts a force on object B,
object B simultaneously exerts an oppositely directed force of equal
magnitude on object A
Identify action-reaction pairs (e.g. for a donkey pulling a cart, for a
book on a table)
Demonstrate an understanding of the properties of action-reaction
pairs (are equal in magnitude, act in opposite directions, act on
different objects, occur simultaneously, act along the same line)
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
C.
Momentum, Impulse, Work, Energy and Power
1.
Momentum (1D)
•
•
•
2.
Newton's Second Law expressed in terms of Momentum
•
•
3.
•
•
•
•
•
•
Explain that an isolated (or closed) system is one that has no net
external force acting on it
Explain (when working with isolated systems) what is meant by
internal and external forces
State the law of conservation of linear momentum: The total linear
momentum of an isolated system remains constant (is conserved)
Solve problems by applying the law of conservation of momentum to
interactions of two objects moving in one dimension (along a straight
line) with the aid of an appropriate sign convention
Define an elastic collision as a collision in which both momentum
and kinetic energy are conserved
Define an inelastic collision as a collision in which only momentum is
conserved
Identify elastic and inelastic collisions using calculations where
necessary
Impulse
•
•
•
•
•
IEB Copyright © 2014
State Newton's second law in terms of momentum: The net force
acting on an object is equal to the rate of change of momentum.
(Note: there are two acceptable statements of Newton's Second Law)
∆p
Solve problems for constant mass using Fnet =
∆t
Conservation of Momentum and Elastic and Inelastic Collisions
•
4.
Define momentum as the product of the mass and velocity of the
object
State that momentum is a vector
Calculate the momentum in one dimension of a moving object using
p = mv
Define impulse as the product of the net force and the contact time
impulse
= Fnet ∆t
Know that impulse is a vector quantity
Know that Fnet ∆t is a change in momentum, i.e. Fnet ∆t =∆p
Solve problems using Fnet ∆t =∆p
Apply the concept of impulse in everyday life, e.g. airbags, catching a
hard ball
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
5.
WORK, ENERGY AND POWER
(a)
Definition of Work
•
•
•
(b)
Define the work done on an object by a force as the product of
the displacement and the component of the force parallel to
the displacement
Solve problems using:
W=
F .s ( or W =
F ∆x or W =
F ∆x cos θ is allowed )
Know that work is a scalar quantity and is measured in joules
(J)
Mechanical Energy
•
•
•
•
•
•
•
•
•
Define gravitational potential energy as the energy an object
possesses due to its position relative to a reference point
Calculate the gravitational potential energy of an object using
E p = mgh
Define kinetic energy as the energy an object has as a result
of the object's motion
1
Calculate the kinetic energy of an object using EK = mv 2
2
Define mechanical energy as the sum of gravitational
potential and kinetic energy at a point
Use the equation: E=
E p + EK
M
State the law of conservation of energy as the total energy in
a system cannot be created nor destroyed; only transferred
from one form to another
State the principle of conservation of mechanical energy: In
the absence of air resistance or any external forces, the
mechanical energy of an object is constant
Apply the principle of conservation of mechanical energy and
solve problems using:
( E p + EK ) =( E p + EK )
i
(c)
Work – Energy Theorem
•
•
•
•
IEB Copyright © 2014
f
State that the work done by a net force on an object is equal
to the change in the kinetic energy of the object – the workenergy theorem
Apply the work-energy theorem to objects on horizontal and
inclined planes (frictionless and rough)
Kinetic energy of a system is increased when Fnet is in the
same direction as s or ∆x
Kinetic energy of a system is decreased when Fnet is in the
opposite direction to s or ∆x
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
(d)
Conservation of Energy with External Forces and/or Resistive
Forces Present
•
(e)
Power
•
•
•
•
•
•
D.
Define power as the rate at which work is done or the rate at
which energy is transferred
State that the unit of power is the watt (W). One watt is
defined as the power when one joule of work is done in one
second. (1 W = 1 J.s-1)
Calculate the power involved when work is done using
W
P=
t
If a force causes an object to move at a constant velocity,
calculate the power using P = Fv
Define efficiency as the ratio of output power to input power
Calculate
percentage
efficiency
using
powerout
efficiency
=
×100
powerin
Gravitational and Electric Fields
1.
Newton's Law of Universal Gravitation
•
State Newton's Law of Universal Gravitation: Every particle in the universe
attracts every other particle with a force which is directly proportional to the
product of their masses and inversely proportional to the square of the
distance between their centres
Use the equation for Newton's Law of Universal Gravitation to solve
mm
problems F = G 1 2 2
r
Define weight (Fg) as the gravitational force the Earth exerts on any object
on or near its surface
Calculate the acceleration due to gravity on any planet using the equation:
M planet
g =G
2
( Rplanet )
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IEB Copyright © 2014
Solve conservation of energy problems (with and without
external forces and/or resistive forces present) by applying
the law of conservation of energy
Calculate the gravitational force on an object on other planets with different
values of gravitational acceleration.
Distinguish between mass and weight
Know that the unit of weight is the newton (N) and that of mass is the
kilogram (kg)
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
2.
ELECTROSTATICS
(a)
Coulomb's Law
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(b)
Electric Fields
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E.
Describe an electric field as a region of space in which an
electric charge experiences a force. The direction of the
electric field at a point is the direction that a positive test
charge would move if placed at that point.
Draw electric field lines for various configurations of charges
(point charges, two point charges, outside a charged hollow
sphere, parallel plates)
Define the magnitude of the electric field at a point as the
F
where E and F are
force per unit positive charge E =
q
vectors
Solve problems using E = F / q (no parallel plates)
Calculate the electric field strength at a point due to a point
kQ
charge, using the equation E = 2 to determine the
r
contribution to the field due to each charge
(Convention: Q represents the charge responsible for the
electric field. q represents the charge experiencing the electric
field)
Determine the resultant electric field for a maximum of two
charges
Electric Circuits
1.
Ohm's Law
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IEB Copyright © 2014
State Coulomb's law in words as the force between two
charges is directly proportional to the product of the charges
and inversely proportional to the distance between the
charges squared
Know Coulomb's law can be represented mathematically as
kq q
F = 12 2
r
Solve problems using Coulomb's law to calculate the force
between two charges
Define potential difference as the work done per unit positive charge
W
V=
q
q
Define current as the rate of flow of charge I −
t
Determine the relationship between current and potential difference
at constant temperature
State Ohm's Law: Current through a conductor is directly
proportional to the potential difference across the conductor at
constant temperature
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
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2.
Power and Energy
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Solve problems using electrical energy W = Pt
State that electrical energy is measured in joules (J)
Know that electrical power dissipated in a device is equal to the
product of the potential difference across the device and current
flowing through it
Solve problems using
or
or
•
Solve problems
using W VIt
=
=
or W I 2 Rt
=
or W
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3.
V2
t
R
Know that the kilowatt hour (kWh) is a unit of energy and that 1 kWh
is the amount of energy used when 1 kilowatt of electricity is used for 1
hour
Calculate the cost of electricity usage given the power specifications
of the appliances used as well as the duration if the cost of 1 kWh is
given
Internal Resistance and Series and Parallel Networks
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IEB Copyright © 2014
Distinguish between Ohmic and non-Ohmic conductors
Define resistance as a material's opposition to the flow of electric
current
State that the unit of resistance is the ohm
Calculate the effective resistance of resistors in series using
R=
R1 + R2
T
Calculate the effective resistance of resistors in parallel using
1
1
1
=
+
RT R1 R2
Interpret circuit diagrams containing a source, switches, resistors,
ammeters and voltmeters
Solve problems using the mathematical expression of Ohm's Law
V
for series and parallel circuits, limited to a maximum of three
R=
I
external resistors
Solve problems involving current, voltage and resistance for circuits
containing arrangements of resistors in series and in parallel for a
maximum of three external resistors
State that a real battery has internal resistance
Define emf as the total energy supplied per coulomb of charge by the
cell
The sum of the voltages across the external circuit plus the voltage
across the internal resistance is equal to the emf:
= IRext + Ir
emf
= Vload + Vinternal resistance or emf
Solve circuit problems in which the internal resistance of the battery
must be considered
Solve circuit problems, with internal resistance, involving seriesparallel networks of resistors to a maximum of three external
resistors
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
F.
Electrodynamics
1.
Electromagnetism
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2.
Direct Current Motors
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3.
State that motors convert electrical energy to mechanical energy
Explain why a current carrying coil placed in a magnetic field will
turn by referring to the forces exerted on the sides of the coil
perpendicular to the field
Given a diagram of a direct current (d.c.) motor, explain the basic
principles of operation including why a d.c. motor has a split ring
commutator
Electromagnetic Induction
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IEB Copyright © 2014
State that a magnetic field exists around a permanent magnet or a
current carrying conductor
Draw the magnetic field lines and determine the direction of the
magnetic field associated with:
A straight current carrying conductor
A current carrying loop (single) coil of wire
A solenoid
State that a force might act on a current carrying conductor placed in
a magnetic field
Determine the direction of the force acting on a current carrying
conductor when the current carrying conductor is perpendicular to the
magnetic field
State that magnetic flux density (B) is a representation of the
magnitude and direction of the magnetic field
Describe that for a loop of area (A) in the presence of a uniform
magnetic flux density (B), the magnetic flux (Ф) passing through the
loop is defined as Φ =BA cos θ where θ is the angle between the
magnetic flux density (B) and the normal to the loop of the area (A).
No calculations required
Define magnetic flux linkage as the product of the number of turns
on the coil and the flux through the coil (NФ)
Infer from appropriate experiments on electromagnetic induction:
That changing magnetic flux can induce an emf in a circuit
That the direction of the induced emf opposes the change
producing it
The factors affecting the magnitude of the induced emf
State Faraday's law of electromagnetic induction: the emf induced is
directly proportional to the rate of change of magnetic flux (flux
linkage)
State Lenz's law: the induced current flows in a direction so as to set
up a magnetic field to oppose the change in magnetic flux
Apply Lenz's law qualitatively (e.g. For relative motion of magnets
and coils, generators and transformers)
Explain simple applications of electromagnetic induction (e.g. The
induced current and its direction when a magnet is passed through a
coil)
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
4.
Alternating Current Generators and Transformers
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5.
Alternating Current
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G.
Discuss the scientific and economic advantages of high voltages and
low currents for the transmission of electrical energy through the
national grid
Draw a graph of potential difference vs time and current vs time for an
alternating current (a.c.) circuit and Recognise that these graphs are
sinusoidal
Relate the potential difference vs time graph to the emf produced by
an a.c. generator (e.g. indicate how the position of the coil relative to
the magnetic field relates to the magnitude of the emf)
Define a diode as a component that only allows current to flow in one
direction
Distinguish graphically between half-wave and full-wave
rectification
Explain how a single diode is used for the half-wave rectification of
an alternating current
Given a circuit diagram of a bridge rectifier, explain how four diodes
are used for the full-wave rectification of an alternating current
Photons and Electrons
1.
Photoelectric Effect
•
State that the speed of light in a vacuum is constant ( c= 3 ×108 m.s )
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•
Solve problems using the equation c = f λ
State that the energy of a photon is directly proportional to the
frequency of the light
Solve problems using the equation E = hf
Describe the photoelectric effect as the process that occurs when light
shines on a metal and electrons are ejected
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•
IEB Copyright © 2014
State that generators convert mechanical energy to electrical energy
N ∆Φ
Use the equation emf = −
for Faraday's law to explain
∆t
qualitatively the operation of generators and transformers. (No
calculations required)
State with reasons which factors affect the emf induced
Given a diagram, explain the basic principle of an a.c. generator
(alternator) in which a coil is mechanically rotated in a magnetic field
State that a a.c. generator has a slip ring
Show an understanding of the principle of operation of a simple ironcored transformer
State that for an ideal transformer, input power is equal to output
power
N
V
Solve problems using V p I p = Vs I s and S = S
N p vp
−1
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
•
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State the significance of the photoelectric effect: it establishes the
quantum theory and it illustrates the particle nature of light
Define threshold (cut-off) frequency (fo) as the minimum frequency of
incident radiation at which electrons will be emitted from a particular
metal
Define work function (Wo) as the minimum amount of energy needed to
emit an electron from the surface of a metal and know that the work
function is material specific
Know that the threshold frequency corresponds to a maximum
wavelength
Apply the photo-electric equation:
=
E W0 + EK=
hf=
and W0 hf 0
( max ) where E
1 2
mvmax
2
Explain why the number of electrons ejected per second increases
with the intensity of the incident radiation provided the frequency is
above the threshold frequency
Explain why if the frequency of the incident radiation is above the
threshold frequency, then increasing the frequency of the radiation
will increase the maximum kinetic energy of the ejected electrons
EK ( max ) =
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2.
Emission spectra
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•
IEB Copyright © 2014
Explain the source of atomic emission spectra (of discharge tubes)
and their unique relationship to each element
Relate the lines on the atomic spectrum to electron transitions
between energy levels
Calculate the energy associated with a transition and the
corresponding wavelength or frequency using E = hf
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
II.
CHEMISTRY
A.
Quantitative Chemistry
1.
Balanced Chemical Equations
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2.
Know the name and formula of the following polyatomic ions:
ammonium, chlorate, ethanoate, hydroxide, nitrate, nitrite,
permanganate, hydrogen carbonate, hydrogen sulphate, carbonate,
dichromate, sulphate, sulphite, phosphate
Write chemical formulae using the periodic table and knowledge of
polyatomic ions
Represent chemical changes using balanced reaction equations i.e.
translate word equations into chemical equations with formulae,
using subscripts to represent phases (s), (ℓ), (g) and (aq)
Balance reaction equations by inspection
Interpret balanced reaction equations in terms of
conservation of atoms
conservation of mass (use relative atomic masses)
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The Mole Concept
The conservation of atoms in chemical reactions leads to the principle of
conservation of matter and the ability to calculate the mass of products
and reactants
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Describe the mole as the SI unit for amount of substance
Relate amount of substance to relative atomic mass
State that one mole contains Avogadro's number of particles
N A 6, 02 ×1023 mol −1 ) )
(=
•
Define molar mass as the mass in grams of one mole of that
substance
Calculate the molar mass of a substance given its formula
m
Solve
problems
using
the
equation
n=
M
Where n = number of moles, m = mass of substance and M = molar
mass
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3.
Molar Volume of Gases
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•
IEB Copyright © 2014
Know and use the fact that 1 mole of gas occupies 22,4 dm3 at 0oC
(273 K) and at 1 atmosphere (101,3 kPa)
Solve problems using V = nVm where Vm = 22, 4dm3 is the molar
volume
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
4.
Concentration of Solutions
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Stoichiometric Calculations
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B.
Perform stoichiometric calculations using balanced equations (may
include limiting reagents)
Perform stoichiometric calculations to determine the percentage yield
of a chemical reaction
Chemical Bonding
1.
Intramolecular Bonds
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IEB Copyright © 2014
Define solute as the substance that is dissolved in the solution
Define solvent as the substance in which another substance is
dissolved, forming a solution
Identify the solute and/or solvent for a particular solution
Define concentration as the number of moles of solute per unit
volume of solution
n
Calculate molar concentration of a solution using the equation c =
V
Define a standard solution as a solution of known concentration
Describe quantitatively and qualitatively how to make up a standard
solution
Define an intramolecular bond as occurring between atoms within
molecules
Define electronegativity as a measure of the tendency of an atom to
attract a bonding pair of electrons
Define a covalent bond as a sharing of at least one pair of electrons
by two atoms
Non - polar covalent (pure covalent) is an equal sharing of
electrons
Polar covalent is unequal sharing of electrons leading to a
dipole forming (as a result of electronegativity difference)
Define an ionic bond as a transfer of electrons and subsequent
electrostatic attraction
Define metallic bonding as being between a positive kernel and a
sea of delocalised electrons
In giant structures such as diamond, graphite and silicon dioxide
melting and boiling points are high due to strong covalent bonds
being broken
Identify that in giant ionic solids (e.g. sodium chloride), the melting
points and boiling points are determined by electrostatic forces of
attraction (ionic bonds) between the cations and the anions in the
lattice structure
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
2.
Intermolecular Forces
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C.
Energy Change & Rates of Reactions
1.
Energy Changes in Reactions (Exothermic and Endothermic Reactions)
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2.
Define heat of reaction (∆H) as the net change of chemical potential
energy of the system
Define exothermic reactions as reactions which transfer potential
energy into thermal energy
Define endothermic reactions as reactions which transfer thermal
energy into potential energy
Identify that bond breaking is endothermic and that bond formation is
exothermic. No calculations will be required
Identify that a stronger bond requires more energy to break and
releases more energy when formed
State that ∆H > 0 for endothermic reactions
State that ∆H < 0 for exothermic reactions
Activation Energy
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IEB Copyright © 2014
Identify that in a liquid or a solid there must be forces between the
molecules causing them to be attracted to one another, otherwise the
molecules would move apart and become a gas.
Define intermolecular force as a weak force of attraction between
molecules or between atoms of noble gases
Distinguish between intermolecular forces and intramolecular bonds
Name and explain the origin of the different intermolecular forces:
Van der Waals forces
i.
dipole-dipole
ii.
ion-dipole
iii.
induced dipole (London forces)
Hydrogen bonding as a special case of dipole-dipole forces
Identify that within simple molecular substances the melting point
and boiling point are affected by the strength (influenced by number
of electrons and polarity of molecule) and the relative number of the
intermolecular forces
Define activation energy as the minimum energy required to start a
chemical reaction. Colliding molecules must have, apart from the
correct orientation, a kinetic energy equal to or bigger than the
activation energy of a reaction before the reaction can take place
Define the activated complex as a temporary transition state between
the reactants and the products
Draw free hand potential energy profile graphs of endothermic
reactions and exothermic reactions (with reactants, products, activation
energy, activated complex and ∆H labelled)
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
3.
Rates of Reaction
(a)
Rates of Reaction and Factors Affecting Rate
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(b)
Measuring Rates of Reaction
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(c)
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Define a catalyst as a substance that increases the rate of the
reaction but remains unchanged at the end of the reaction
Explain (in simple terms) how some catalysts function by
interacting with the reactants in such a way that the reaction
follows an alternative path of lower activation energy
Use any suitable graph (including e.g. Energy profile graph,
Maxwell Boltzmann distribution curve, rate vs time or
quantity vs time) to show how adding a catalyst affects the
rate of reaction
Chemical Equilibrium
1.
Chemical Equilibrium and Factors Affecting Equilibrium
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•
IEB Copyright © 2014
Suggest suitable experimental techniques for measuring the
rate of a given reaction including the measuring of gas
volumes, turbidity (e.g. precipitate formation), change of
colour and the change of the mass of the reaction vessel
Effect of a Catalyst
•
D.
Define reaction rate as the change in concentration per unit
time of either a reactant or product
List the factors which affect the rate of chemical reactions.
(Nature of reacting substances, surface area (solid),
concentration (solution), pressure (gas), temperature and
catalyst)
Explain in terms of collision theory how the various factors
affect the rate of chemical reactions
Use a Maxwell Boltzmann distribution curve showing the
distribution of molecular energies (number of particles against
their kinetic energy) to explain why only some molecules
have enough energy to react and hence how heating the
reactants affects the rate
Explain what is meant by:
Open and closed systems
A reversible reaction
Dynamic equilibrium
List the external factors which shift the position of a particular
reaction viz: temperature, pressure and concentration
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
2.
Application of Equilibrium Principles
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3.
Equilibrium Constant
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IEB Copyright © 2014
State Le Chatelier's principle: 'When an external stress (change in
pressure, temperature or concentration) is applied to a system in
chemical equilibrium, the equilibrium point will change in such a
way as to counteract the stress'
Use Le Chatelier's principle to predict the effects of changes of
pressure, temperature, and concentration (common ion effect) on the
concentrations and amounts of each substance in an equilibrium
mixture
Use collision theory to explain the changes predicted by Le
Chatelier's principle
State that the addition of a catalyst to a system in equilibrium will
speed up both the forward and reverse reactions equally and hence
have no effect on the position of equilibrium
Interpret rate graphs
Interpret amount vs time graphs for chemical reactions in a closed
system
Define yield as a measure of the extent of a reaction, generally
measured by comparing the amount of product against the amount
of product that is possible
When given chemical equations, diagrams or flow charts, apply rate
and equilibrium principles to describe how yields are affected in the
following industrial processes:
NH3 – Haber process
HNO3 – Ostwald process
H2SO4 – including the Contact process
Write down an expression for the equilibrium constant having been
given the equation for the reaction
State that temperature is the only factor which influences the value of
the equilibrium constant KC
Predict and explain how temperature influences the KC value for a
particular equilibrium reaction
Calculate KC given
Equilibrium concentrations or moles and volumes of all
relevant species
Initial concentrations (or moles) of all species and the
equilibrium concentration (or moles) of one species
Calculate the equilibrium concentration of one of the reactants or one
of the products given the value of KC and other relevant information
Explain the significance of high and low values of the equilibrium
constant
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
E.
Acids & Bases
1.
Acid – Base Reactions
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IEB Copyright © 2014
Define acid and bases in terms of the Lowry-Brønsted model. (An acid
is defined as a proton donor. A base is defined as a proton acceptor)
Name and write the formula of the following common strong acids
(e.g. HCl – hydrochloric acid, H2SO4 – sulphuric acid and HNO3 –
nitric acid) and the following weak acids (e.g. HF – hydrofluoric
acid, H3PO4 – phosphoric acid, H2SO3 – sulphurous acid and
CH3COOH – ethanoic acid)
Name and write the formula of some common strong bases (group 1
hydroxides) and weak bases (ammonia solution and carbonates)
Write the reaction equations, with double arrows to show
reversibility, for ionisation of any known or given acids dissolving in
water
Write the reaction equations, with double arrows to show
reversibility, for dissociation of any known or given bases dissolving
in water
Define a strong acid as an acid that ionises almost completely in an
aqueous solution
Define a strong base as a base that dissociates almost completely in
an aqueous solution
Define a weak acid as an acid that only ionises partially in an
aqueous solution
Define a weak base as a base that only dissociates partially in an
aqueous solution
State what is meant by a concentrated acid and a concentrated base
State what is meant by a dilute acid and a dilute base
Interpret the strength of an acid from a given Ka value
Interpret the strength of a base from a given Kb value
Explain how conductivity can be used as a measure of acid strength
Identify polyprotic acids on the basis of being able to donate more
than one proton
Explain the auto-ionisation (autoprotolysis) of water
Define Kw for water at 25oC as Kw=[H3O+][OH-]
Explain the pH scale as the measure of hydronium ion (H3O+)
concentration in water at 25oC
Explain qualitatively the pH range of 0 to 14
Define a salt as a substance in which the hydrogen of an acid has
been replaced by a cation
Write balanced chemical equations representing acid reactions:
acid + active metal → salt + hydrogen (NB: A redox reaction)
acid + metal oxide → salt + water
acid + metal hydroxide → salt + water
acid + metal carbonate → salt + carbon dioxide + water
Define neutralisation as the point where an acid and base have
reacted so neither is in excess. Also defined as the equivalence point
Identify indicators as weak acids and use Le Chatelier's principle to
predict the colour of the indicator in different acidic and basic media
Define hydrolysis of a salt as a reaction with water where water itself
is decomposed
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
•
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F.
Electrochemistry
1.
Redox Reactions
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2.
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•
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•
3.
Define oxidation as the loss of electrons
Define reduction as the gain of electrons
Define an oxidising agent as a substance that accepts electrons
Define a reducing agent as a substance that donates electrons
Define anode as the electrode where oxidation takes place
Define cathode as the electrode where reduction takes place
Standard Electrode Potentials
•
State the standard conditions under which standard electrode
potentials are determined
Describe the standard hydrogen electrode and explain its role as the
reference electrode
Explain how standard electrode potentials can be determined using
the reference electrode and state the convention regarding positive
and negative values
Use the Table of Standard Electrode Potentials to calculate the emf of
θ
θ
θ
a standard galvanic cell using=
Ecell
Ecathode
− Eanode
Use a positive value of the standard emf ( ) as an indication that the
reaction is spontaneous under standard conditions
Writing of Equations Representing Oxidation and Reduction Half
Reactions and Redox Reactions
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•
IEB Copyright © 2014
Given a particular salt, identify the acid and base that could react to
produce that salt and hence
When given the equation to represent the hydrolysis of a salt predict
the pH of this salt in solution
Describe and explain the physical process of performing a titration to
ensure the appropriate precision
Select suitable indicators for the relevant titrations from a table of
given indicators and their pH ranges. Titrations between strong
acid/strong base; strong acid/weak base; weak acid/strong base are
considered to be relevant
Perform calculations based on titration reactions
Predict the half-cell in which oxidation will take place
Predict the half-cell in which reduction will take place
Write equations for half-reactions taking place at the anode and
cathode
Deduce the overall ionic cell reaction by combining two halfreactions
Predict the half reaction and identify the electrode at which oxidation
takes place (anode)
Predict the half reaction and identify the electrode at which reduction
takes place (cathode)
Identify the oxidising agent and the reducing agent for a redox
reaction
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
4.
Galvanic Cells
•
5.
Relation of Current and Potential to Rate and Equilibrium
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•
6.
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•
Given suitable information and half-reactions where appropriate,
predict
Direction of the reaction
Reactants used and products formed
The Eθ value of the cell
Electrolytic Cells
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•
IEB Copyright © 2014
Describe
the movement of ions through the solutions,
the electron flow in the external circuit of the cell,
the half reactions at the electrodes and
the function of the salt bridge in galvanic cells
Use cell notation to represent a galvanic cell
Draw an annotated diagram of a galvanic cell
Applications of Galvanic Cells
•
8.
State that the galvanic cell has the capacity to deliver current until the
reaction reaches chemical equilibrium or has run to completion
State that once a galvanic cell reaches chemical equilibrium or has
run to completion the voltage of the cell equals zero
Qualitatively, using Le Chatelier's principle, predict the effect of
changing concentration on the voltage of a galvanic cell. (I.e. all the
factors that favour the forward reaction increase the voltage of the
galvanic cell and factors that favour the reverse reaction decrease the
voltage. E.g. Increasing the concentration of the reactants or
decreasing the concentration of the products increases voltage)
State that increased surface area of the terminals increases the rate of
the reaction which therefore increases the cells capacity to deliver
current but does not affect the emf of the cell
State that the wider, shorter and more conductive salt bridge lowers
internal resistance thereby increasing the capacity of the cell to
deliver current but does not affect the emf of the cell
Understanding of the Processes and Redox Reactions taking place in
Cells
•
7.
Describe the galvanic cell in terms of:
self-sustaining electrode reactions
conversion of chemical energy to electrical energy
Describe the electrolytic cell in terms of:
electrode reactions that are sustained by a supply of electrical
energy
conversion of electrical energy into chemical energy
Draw an annotated diagram of an electrolytic cell
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
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9.
Applications of Electrolytic Cells
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G.
Describe, using equations for half-reactions and the equation for the
overall cell reaction, the following electrolytic processes:
The electrolysis of copper chloride solution
An example of simple electroplating with silver or copper
The refining of copper
Given a schematic diagram of any cell used in industrial processes
for the production of chlorine (ie. mercury cell, diaphragm cell,
membrane cell):
Write the electrochemical reactions taking place at each
electrode and the possible competitive reactions that may
occur
Deduce the overall net cell reaction
Identify the potential risks to the environment and the
industrial constraints of running each process
Given a schematic diagram of a cell used in industrial processes for
the recovery of aluminium from Bauxite:
Write the electrochemical reactions taking place at each
electrode
Deduce the overall net cell reaction
Identify the potential risks to the environment and the
industrial constraints of running this process
Organic Chemistry
1.
Uniqueness of Carbon
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IEB Copyright © 2014
Write equations for half-reactions taking place at the anode and
cathode
Deduce the overall ionic cell reaction by combining two halfreactions
Predict the half reaction and identify the electrode at which oxidation
takes place (anode)
Predict the half reaction and identify the electrode at which reduction
takes place (cathode)
Identify the oxidising agent and the reducing agent for an electrolytic
reaction
Describe organic molecules as molecules containing carbon atoms
with the exception of carbon dioxide, carbon monoxide, diamond,
graphite, carbonates, carbides and cyanides
State that carbon has a valency of four in a tetrahedral arrangement
Carbon atoms can form single, double or triple bonds
State that carbon forms strong covalent bonds with itself and many
other elements
Describe carbon as the basic building block of organic compounds
that recycles through the earth's air, water, soil, and living organisms
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
2.
Organic Molecular Structures – Functional Groups, Saturated and
Unsaturated Structures; Isomers
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Define
a functional group as an atom or a group of atoms that form
the centre of chemical activity in the molecule
a hydrocarbon as a compound containing only carbon and
hydrogen atoms
an homologous series as a series of similar compounds which
have the same functional group and have the same general
formula, in which each member differs from the previous one
by a single CH2 unit
Draw structural, condensed structural (semi-structural) and molecular
formulae for compounds belonging to the following homologous
series: alkanes, alkenes, haloalkanes, alcohols, carboxylic acids and
esters (up to 8 carbon atoms).
Define
a saturated compound as a compound in which all of the
bonds between carbon atoms are single bonds
an unsaturated compound as a compound in which there is at
least one double and/or triple bond between carbon atoms
isomers as compounds having the same molecular formula
but different structural formulae
Identify compounds that are saturated and unsaturated
Identify compounds that are isomers (up to 8 carbon atoms). Isomers
are restricted to structural isomers: (1) chain isomers (different
chain); (2) positional isomers (different position of the same
functional group) and (3) functional isomers (different functional
group). No cis-, trans- or stereo isomerism will be examined
IUPAC Naming and Formulae
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Write the IUPAC name when given the formula of compounds in the
homologous series: alkanes, alkenes, haloalkanes, alcohols,
carboxylic acids and esters (up to 8 carbon atoms)
Write the structural formula when given the IUPAC name of
compounds in the homologous series: alkanes, alkenes, haloalkanes,
alcohols, carboxylic acids and esters (up to 8 carbon atoms)
NOTE:
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Naming and drawing of organic compounds is restricted to one type
of functional group per compound and to a maximum of two
functional groups of the same type per compound.
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The only substituent chains that are allowed in naming and reactions
are: methyl- and ethyl- groups.
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A maximum of THREE substituent chains (alkyl substituents) are
allowed on the parent chain
IEB Copyright © 2014
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
4.
Relationship between Physical Properties and Structure
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Recognise the relationship between physical properties (melting
point, boiling point, viscosity and solubilities) and intermolecular
forces as influenced by
Number and type of functional groups
Chain length
Branched chains
Organic Chemical Reactions (ONLY alkanes, alkenes, haloalkanes,
alcohols, carboxylic acids and esters)
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Classify and identify a reaction as combustion, substitution, addition
or elimination
(a)
Combustion Reactions
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(b)
Explain the importance of fossil fuels in terms of their ability
to transfer chemical potential energy into heat energy
(exothermic)
Write balanced chemical equations to represent the complete
combustion of alkanes, alkenes and alcohols with excess
oxygen to produce water and carbon dioxide
State that combustion reactions are exothermic
Substitution Reactions
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(c)
When given the appropriate reaction conditions, write
balanced equations to show the formation of substitution
products in the following types of reactions:
Alkanes to haloalkanes
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e.g. CH4 + Cℓ2 → CH3Cℓ + HCℓ (Reaction
condition: in the presence of light or heat)
Haloalkanes to alcohols
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E.g. CH3Cℓ + NaOH(aq) → CH3OH + NaCℓ
(Reaction conditions: heat in an alkali solution)
Addition Reactions
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IEB Copyright © 2014
When given the appropriate reaction conditions write
balanced equations to show the formation of addition
products in the following types of reactions:
Hydrogenation: Addition of H2 to any alkene
e.g. CH2 = CH2 + H2 → CH3 – CH3 (Reaction
condition: alkane dissolved in a non polar solvent with
the catalyst (Pt, Pd, Ni) in a H2 atmosphere)
Halogenation: Addition of X2 (X = Cℓ, Br)
e.g. CH2 = CH2 + Cℓ2 → CH2Cℓ – CH2Cℓ
Hydrohalogenation: Addition of HX to any alkene
e.g. CH2 = CH2 + HCℓ → CH3 – CH2Cℓ (Reaction
condition: no water may be present)
Hydration: Addition of H2O to any alkene
e.g. CH2 = CH2 + H2O → CH3 – CH2OH (Reaction
condition: steam and a suitable catalyst e.g. H3PO4)
When two addition products are possible, either will be
accepted
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
(d)
Elimination Reactions
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Esterification Reactions
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IEB Copyright © 2014
When given the appropriate reaction conditions write
balanced equations to show the formation of elimination
products in the following types of reactions:
Dehydrohalogenation: Elimination of HX from any
haloalkane
e.g. CH2Cℓ – CH2Cℓ → CH2 = CHCℓ + HCℓ
(Reaction condition: hot concentrated solution of
NaOH or KOH in an ethanol solvent ie, absence of
water)
Dehydration of alcohols: Elimination of H2O from any
alcohol
e.g. CH3 – CH2OH → CH2 = CH2 + H2O (Reaction
condition: acid catalysed dehydration – heating of
alcohol with an excess of H2SO4 or H3PO4)
Cracking of hydrocarbons: Breaking up of large
hydrocarbon molecules into smaller and more useful
molecules (Reaction conditions: thermal cracking –
high pressures and temperatures without a catalyst;
catalytic cracking – lower temperatures and pressures
in the presence of a catalyst)
State that an acid catalysed condensation reaction between an
alcohol and a carboxylic acid produces an ester and water
Identify the alcohol and carboxylic acid used to prepare any
given ester
Given any alcohol and carboxylic acid, identify the ester
produced
Write an equation to represent the preparation of an ester
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014
III.
SCIENTIFIC SKILLS
These skills may be examined under any Physics and/or Chemistry content
1.
Conversion of Units
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2.
Mathematical Relationships (Direct and Inverse Proportion)
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Describe and recognise certain relationships between two variables:
y is directly proportional to x
y is inversely proportional to x
y is directly proportional to x2
y is inversely proportional to x2
Organise observations in a data table, analyse the data for trends or patterns,
and interpret the trends or patterns, using scientific concepts
Interpret a graph constructed from experimentally obtained data to identify
relationships:
y is directly proportional to x
y is inversely proportional to x
y is directly proportional to x2
y is inversely proportional to x2
Select appropriate units and scales for situations involving proportional
reasoning
3.
Skills needed to analyse Practical Investigations
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Identify an answerable question and formulate a hypothesis to guide a
scientific investigation
Design a simple experiment including appropriate controls
Identify independent, dependent and fixed variables in an investigation
Perform and understand laboratory procedures directed at testing a
hypothesis
Select appropriate tools and technology to collect precise and accurate
quantitative data
Correctly read a thermometer, a balance, metric ruler, voltmeter, ammeter,
graduated cylinder, pipette, and burette
Record observations and data using the correct scientific units
Export data into the appropriate form of data presentation (e.g. equation,
table, graph, or diagram)
Analyse information in a table, graph or diagram (e.g. compute the mean of a
series of values or determine the slope of a line, manipulate data to draw a
straight line graph e.g. plot F vs 1/r2 to establish mathematical relationships)
Show an understanding of the distinction between precision and accuracy
Comment on the accuracy and the precision of experimental results
Analyse experimental results and identify possible sources of bias or
experimental error
Recognise, analyse and evaluate alternative explanations for the same set of
observations.
Formulate a mathematical model that can be used for further investigation based
on the relationship between variables (which has been established experimentally)
Distinguish between qualitative and quantitative analysis of data
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IEB Copyright © 2014
Identify common conversion factors in mass, length, volume, temperature
and pressure
Recognise and convert various metric scales of measurement
Translate data into the correct units and dimensions using conversion factors
and scientific notation
Recall orders of magnitude
NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 11, 2013; GRADE 12, 2014